The use of technology within schools has always been an area where many people disagree. In recent years there has been a trend for schools to implement a variety of different programs. Whether this be the creation of a lab, trolleys that are available for booking, or devices within the classroom the options are endless. There has also been a push back against the increase of technology within the schools. The most interesting trend can be found in Silicon Valley, the United States technology centre, where many parents send their kids to a Waldorf School which doesn't permit the use of technology in the classroom (Richtel, 2001). Even Steve Jobs, the creator of one of the most popular tools for education the iPad, didn't allow his kids to use iPads (Lesnar, 2014).
All of the controversy surrounding the use of technology highlights the importance of educators being purposeful in their intent to use technology within the classroom and understand what they are doing. Before implementing technology in the classroom educators should understand the pedagogical theories behind Educational Technology, have an overriding goal for the use of technology in their class, and understand the issues that can be addressed or possibly brought about because of the use of technology within the class.
When analyzing the pedagogical approaches to the use of Educational Technology, there are two main theories: direct instruction and constructivism (Roblyer, 2016, p. 34). In direct instruction situations, the teacher would guide the students through the steps to complete a necessary task (Roblyer, 2016, p. 34). As an example of this, the grade two students at my school begin to regularly use desktop computers and the school provided GAFE accounts. As the students have never accessed their accounts before, it is necessary for the students to be guided through the steps so that they can be successful. On the other end of the spectrum is constructivism, where students create their knowledge and understanding with the teacher serving as a guide on the side (Roblyer, 2016, p. 34). In grade 5 our students are tasked to complete a unit where they inquire into an area they are interested in and represent their learning in a way that is meaningful to them. During the course of the unit, the students use technology in a variety of different ways to help them construct their knowledge. Along the way, they often learn new skills. For example, one student wanted to make a song to help demonstrate his learning. He never used the software before but was determined to use it. The student used his skills and research to help him construct the knowledge that he needed to complete the task.
When talking about pedagogy in reference to Educational Technology, there can not be an all or nothing approach. At times direct instruction is needed to give the students the essential skills are obtained by the students. However, at times an inquiry method is more desirable to allow the students the freedom to construct knowledge in a way that is most meaningful to them. The aim is to know which method is appropriate for the objective of the class.
The use of technology in the classroom has the potential to address many different issues within the classroom ranging from student engagement to teacher efficiency. In my current school we have given the vast majority of the teachers all iPad minis, this has not only helped the teachers understand how to use the devices but has also improved their ability to take pictures to highlight the learning process which students use in their e-portfolios. Additionally, it has helped them improve their record keeping and planning as well. However, the main advantage has been the improvement of student achievement. For example, all of our homeroom teachers have access to RAZ Kids which enables the teachers to assign students to their reading level and prescribes them certain tasks before the move up. The students love using this software and many teachers have reported an increase in student results from using this program. Additionally in music class, the students are tasked with creating their own music and software like Garage Band and Music First Classroom make this process much easier for the students and has helped improvement achievement in these areas..
Technology use certainly has the potential to help solve issues that appear within the classroom however, it also has the potential to create issues as well (Roblyer, 2016, p. 13). Indeed over the past several years there has been a lot of discussion on cyberbullying and academic honesty. While issues of bullying and plagiarism existed well before the integration of technology into the classroom, these issues have appeared to be become prominent. These issues are difficult to handle, but our students are living in the 21st centuries with incredibly powerful tools and it is my belief that if we are not helping students understand how to use the tools in the most effective way, we are doing them a disservice.
While discussing pedagogy and issues are important when implementing technology, so to is having an overall guiding vision that helps directs the teachers philosophy when using these tools within the classroom. After much thought and revision I have come up with the following vision statement for how I believe technology should be integrated within the classroom:
The use of technology within the classroom should always strive to enable people to do their work better and in a more efficient way. While at times direct instruction is needed to ensure people understand steps and processes, the use of technology should strive to enable students to communicate, inquire, create, and share within the classroom and beyond thereby enabling people to grow into effective members of the global community in which they belong.
References
Lesnar, S. (2014, September 18). Why Steve Jobs didn't let his kids use iPads (and why you shouldn't either). NextShark. Retrieved from http://nextshark.com/why-steve-jobs-didnt-let-his-kids-use-ipads-and-why-you-shouldnt-either/
Richetl, M. (2011, October 22). A silicon valley school that doesn't computer. The New York Times. Retrieved from http://www.nytimes.com/2011/10/23/technology/at-waldorf-school-in-silicon-valley-technology-can-wait.html?_r=0
Roblyer, M. D. (2016). Integrating Educational Technology into Teaching (7th ed.). United States: Pearson Education, Inc.
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